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id="print_screen_popup">

<div class=Section1>

<div style='margin-left:12.0pt;margin-top:12.0pt;margin-right:12.0pt;
margin-bottom:12.0pt' id="print_view">

<div>

<p class=schoolheader1 style='background:#D7EDFD'><st1:place w:st="on"><st1:PlaceName
 w:st="on">OLIVE</st1:PlaceName> <st1:PlaceName w:st="on">DODGE</st1:PlaceName>
 <st1:PlaceType w:st="on">ELEMENTARY SCHOOL</st1:PlaceType></st1:place></p>

<p class=county1 style='background:#D7EDFD'>Cathy Burdette</p>

</div>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:2'><b><span
style='font-family:Arial;color:#DE443F;mso-font-kerning:18.0pt'>Monday,
November 16, 2009<o:p></o:p></span></b></p>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Strategies for Adding 2-Digit Numbers<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Session 2.5 Strategies
for Adding 2-Digit Numbers Class work and discussion focuses on adding two
2-digit numbers that add to a multiple of 10.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Adding
2-digit numbers - Determining the difference between a number and a multiple of
10 up to 100 - Writing an equation that represents a problem<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- M5, 100
Chart (as needed) - M15, Pages in a Sticker Book: Make copies. (<span
class=GramE>as</span> needed) - M16-M17, Roll-a-Square 2 Gameboard: Cut out
M17. Glue onto M16. Make copies. (<span class=GramE>as</span> needed) -
M18-M19, Make Your Own Roll-a-Square Gameboard: Cut out M19. Glue onto M18.
Make copies. (<span class=GramE>as</span> needed) - Connecting cubes (as
needed) - Materials for Roll-a-Square: See Session 2.2. - Chart paper: Label
the chart paper &quot;Strategies for Adding Two 2-Digit Numbers.&quot;<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Read Ahead
of Time - Dialogue Box: Adding 2-Digit Numbers, p. 181<o:p></o:p></span></p>

</div>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>What Time Is It? What Time Will It Be?<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Classroom
Routine 2.5 What Time Is It? What Time Will It Be? Record 10:00 on the board
and set the demonstration clock to 10:00. Ask students to set their clocks to
the time it will be in five minutes. Students can also use the clocks they
labeled in Session 2.2. Record 10:05 on the board under 10:00. Discuss the digital
notation and the different ways to refer to this time: &quot;Five minutes past
ten o' clock&quot; or &quot;Ten o' five.&quot; Continue asking students to
determine what time it will be in five minutes, up to 10:30. Count the number
of five-minute intervals (six), and relate this to 30 minutes past the hour.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Determining the number of minutes in hours, half hours, and quarter
hours - Counting by 5s - Determining what time it will be when given start and
elapsed times that are multiples of 15 minutes<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- M9, <span
class=GramE>The</span> Clock Make copies. (1 per student) - Student Math
Handbook, p. 19 - Student clocks (1 per pair) - Demonstration clock<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:2'><b><span
style='font-family:Arial;color:#DE443F;mso-font-kerning:18.0pt'>Tuesday,
November 17, 2009<o:p></o:p></span></b></p>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Assessment: How Many More?<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Session 2.6
Assessment: How Many More? The class discusses strategies for calculating the
difference between a number and a multiple of 10. Then students complete an
assessment that asks them to do the same, individually.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>-
Determining the difference between a number and a multiple of 10 up to 100 -
Writing an equation that represents a problem<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- T54-T55,
Roll-a-Square Gameboard - M20-M21, Assessment: How Many More? Make 1 copy per
student. - Materials for Guess My Number on the 100 Chart: See Session 2.1. -
Materials for Roll-a-Square: See Session 2.2. - Chart: &quot;Strategies for
Adding Two 2-Digit Numbers&quot; (from Session 2.5)<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Read Ahead
of Time - Teacher Note: Assessment: How Many More<span class=GramE>?,</span> p.
161<o:p></o:p></span></p>

</div>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Quick Images: Pattern Blocks<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Classroom
Routine 2.6 Quick Images: Pattern Blocks Display Image A from Quick Images 2
(T59) for five seconds. Cover it and ask students to discuss what they saw,
establishing that the image is of two hexagons made up of triangles. Explain to
students that you are going to show the image again and you would like them to pay
attention to how many triangles there are in all. Show the image for five more
seconds and cover. Students discuss how many triangles there are and how they
know. <span class=GramE>Repeat with Image B and then with Image C.</span><o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Developing
and analyzing visual images for quantities - Using ratio relationships to solve
problems - Identifying coins and their values - Adding coin amounts - Using
standard notation (+, -, =) to write equations<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- T59, Quick
Images 2 - Overhead coins<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:2'><b><span
style='font-family:Arial;color:#DE443F;mso-font-kerning:18.0pt'>Wednesday,
November 18, 2009<o:p></o:p></span></b></p>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Get to 100<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Session 3.1
Get to 100 Students are introduced to and play Get to 100, a game that involves
adding multiples of 5 and 10.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>-
Visualizing and making jumps of multiples of 5 on the 100 chart - Adding
multiples of 5 and 10, up to 100<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- M6, 50 Chart
(as needed) - M7, 200 Chart (as needed) - M23, Get to 100: Make copies. (<span
class=GramE>as</span> needed) - M25-M26, Family Letter: Make copies. (1 per
student) - Colored transparent cards (optional) - Game pieces (1 per student) -
Multiple-of-5 number cubes: Use blank cubes and stick-on labels. Put the
following labels on each cube: 5, 5, 10, 10, 15, <span class=GramE>20</span>.
(2 per pair)<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Today's Number: Counting Around the Class<o:p></o:p></span></b></p>

</div>

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padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Classroom
Routine 3.1 Today's Number: Counting <span class=GramE>Around</span> the Class
Students brainstorm what number they think they will end on if they count
around the class by 2s. Record the number sequence on the board. When the last
student has counted, compare the final number with the suggestions made by
students. What numbers are on the list and not on the list? How many numbers
were said? The last number said is Today's Number. In the time that remains,
students generate expressions for Today's Number.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Generating
equivalent expressions for a number - Developing fluency with addition and
subtraction - Using standard notation (+, -, =) to record expressions and write
equations - Skip counting by 2s, 5s, and 10s - Identifying patterns in the
multiples of 2, 5, and 10<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- No
materials needed<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:2'><b><span
style='font-family:Arial;color:#DE443F;mso-font-kerning:18.0pt'>Thursday,
November 19, 2009<o:p></o:p></span></b></p>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Collect $1.00<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Session 3.2 <span
class=GramE>Collect</span> $1.00 Students learn and play Collect $1.00, a game
that involves accumulating a total of $1.00. Math Workshop focuses on adding
amounts up to 100.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Using coin
equivalencies - Adding coin amounts, up to $1.00 - Determining the difference
between a given amount and $1.00<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- <span
class=GramE>nickel</span> - penny - dime - dollar - cents<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- M5, 100
Chart: Make copies to have available as needed throughout the unit. - M30,
Blank 100 Chart (as needed) - M27, Collect $1.00: Make copies. (<span
class=GramE>as</span> needed) - M29, Assessment Checklist: Coin Equivalencies
Make copies. - 1-to-6 Dot or number cubes (as needed) - Coin set, with four $1
bills (1 set per 3-4 students) - Materials for Get to 100: See Session 3.1.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>What Time Is It? What Time Will It Be?<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Classroom
Routine 3.2 What Time Is It? What Time Will It Be? Ask students to set their
clocks to 8:00 and to record the time in digital format. Set the demonstration
clock to 8:00 and ask students: - In 15 minutes, what time <span class=GramE>will</span>
it be? Pairs set their clocks, record the new time, and discuss how they knew.
Emphasize counting by 5s as a way of determining 15 minutes. Record the new
time (8:15) on the board and ask students: - In 15 minutes, what time <span
class=GramE>will</span> it be? Students again set their clocks, record the time
(8:30), and discuss with their partner. Repeat with start times of 8:45 and
9:00. Note that the term &quot;quarter hour&quot; is introduced to students in
Parts of a Whole, Parts of a Group (Unit 7).<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Determining the number of minutes in hours, half hours, and quarter
hours - Counting by 5s - Determining what time it will be when given start and
elapsed times that are multiples of 15 minutes<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>-
Demonstration clock - Student clocks (1 per pair)<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:2'><b><span
style='font-family:Arial;color:#DE443F;mso-font-kerning:18.0pt'>Friday,
November 20, 2009<o:p></o:p></span></b></p>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>More Missing Numbers<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Session 3.3
More Missing Numbers The class is introduced to a variation of Missing Numbers
that focuses on adding and subtracting 10 and multiples of 10. Math Workshop
and class discussion focus on adding multiples of 5, up to 100.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Adding and
subtracting 10 and multiples of 10 to/from any number - Adding coin amounts, up
to $1.00 - Using coin equivalencies<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- T62,
Missing Numbers: Equations - M24, Get to 100 Recording Sheet: Make copies. (<span
class=GramE>as</span> needed) - 1-to-6 Dot or number cubes (as needed) -
7-to-12 Number cubes (as needed) - Materials for Collect $1.00: See Session
3.2. - Materials for Get to 100: See Session 3.1.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Read Ahead
of Time - Dialogue Box: Keeping Track of Multiple Addends, p. 183<o:p></o:p></span></p>

</div>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>How Many Pockets? Penny-a-Pocket<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Classroom
Routine 3.3 How Many Pockets? <span class=GramE>Penny-a-Pocket Organize
students in groups of four; each group determines</span> how much money their
pockets are worth with pennies, nickels, and dimes. Each group counts their
pockets, takes that amount in coins, and trades in coins to represent their
total amount in dimes and pennies. Record each amount on the board. Groups
determine the total worth of the class's pockets in dimes and pennies. Compare
this amount with the data from Session 1.3.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Making
estimates based on data collected over time - Collecting, counting,
representing, discussing, interpreting, and comparing data - Counting by groups
- Counting a quantity in more than one way - Identifying coins and their values
- Identifying and using coin equivalencies - Using a place-value model to
represent a number as 10s and 1s - Recognizing that the first digit of a
2-digit number designates the number of groups of 10 and the second digit
designates the number of ones<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Data
collected from Session 1.3 - Class set of coins<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

</div>

</div>

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